This document provides a curriculum map for 7th grade reading at the Isaac School District. It was authored by five teachers from schools within the district as well as someone from the district office. The map outlines performance objectives and essential learnings for four quarters of instruction organized into units. It identifies key vocabulary, comprehension strategies, and summative assessments. Recurring concepts and objectives are listed in the preamble and will be integrated throughout the year, subject to testing on Galileo.
This document provides a curriculum map for 5th grade reading at the Isaac School District. It outlines the standards, knowledge, and skills that will be taught each quarter with a focus on different text types. In quarter one, students will learn about plot elements in fictional text and identifying main ideas and details in expository text. Quarter two focuses on cause and effect relationships in expository text and analyzing different types of poetry. The third quarter covers author's intentions in fictional text. Recurring concepts like vocabulary, fluency, and comprehension strategies are integrated throughout the year.
This document provides a 2nd grade reading curriculum map for the Isaac School District. It outlines four units to be covered in the first quarter: Print Concepts, Phonics/Decoding, Fluency, and Comprehending Narrative Text. For each unit, it lists the enduring understandings, essential questions, Arizona state standards, key vocabulary, and assessments. The curriculum is designed to develop students' reading comprehension and fluency skills through an integrated approach focusing on concepts such as phonics, vocabulary, and understanding literary elements.
The document compares the Common Core State Standards for kindergarten reading standards to the previous Georgia Performance Standards. It finds that most reading literary standards have an excellent alignment between the two sets of standards, meaning they match in nearly all aspects. Some standards only have a good alignment, where the intent is similar, or a weak alignment where only minor aspects are covered in the GPS. The reading informational standards also show excellent alignment for most standards.
The document provides a 6th grade reading curriculum map for the Isaac School District. It includes rationale for the selected performance objectives based on AIMS testing data. It outlines recurring concepts and objectives to be integrated throughout the year. It also includes 4 quarters of units addressing comprehension strategies, elements of literature, expository text, and organizational structures. Each unit includes essential learning objectives and vocabulary.
This document outlines the 7th grade writing curriculum map for the Isaac School District. It includes standards and performance objectives in five areas: prewriting, drafting, revising, editing, and publishing. The objectives cover skills like generating and organizing ideas, developing drafts, revising for content and style, editing for conventions, and preparing the final writing product. The curriculum map is designed to integrate these objectives throughout the school year to support students' mastery of writing.
This document discusses objectives for teaching Functional English. It aims to review the assessment levels and structure of Functional English, recommend ready-made teaching materials, identify literacy support strategies and e-learning tools for all levels, and explore how reading activities can prepare students for developing writing skills. Various teaching strategies, resources, and assessment frameworks are presented.
This document provides a unit planner for a theme on friends and family. It includes two weeks of lessons focusing on oral language, word study, reading, language arts, and leveled readers. The lessons cover topics like phonemic awareness, phonics, spelling, vocabulary, comprehension strategies, fluency building, grammar, and writing. The unit aims to help students think about what makes a good friend and uses stories and activities to explore themes of friends at school and pet friends.
This document provides a curriculum map for 7th grade reading at the Isaac School District. It was authored by five teachers from schools within the district as well as someone from the district office. The map outlines performance objectives and essential learnings for four quarters of instruction organized into units. It identifies key vocabulary, comprehension strategies, and summative assessments. Recurring concepts and objectives are listed in the preamble and will be integrated throughout the year, subject to testing on Galileo.
This document provides a curriculum map for 5th grade reading at the Isaac School District. It outlines the standards, knowledge, and skills that will be taught each quarter with a focus on different text types. In quarter one, students will learn about plot elements in fictional text and identifying main ideas and details in expository text. Quarter two focuses on cause and effect relationships in expository text and analyzing different types of poetry. The third quarter covers author's intentions in fictional text. Recurring concepts like vocabulary, fluency, and comprehension strategies are integrated throughout the year.
This document provides a 2nd grade reading curriculum map for the Isaac School District. It outlines four units to be covered in the first quarter: Print Concepts, Phonics/Decoding, Fluency, and Comprehending Narrative Text. For each unit, it lists the enduring understandings, essential questions, Arizona state standards, key vocabulary, and assessments. The curriculum is designed to develop students' reading comprehension and fluency skills through an integrated approach focusing on concepts such as phonics, vocabulary, and understanding literary elements.
The document compares the Common Core State Standards for kindergarten reading standards to the previous Georgia Performance Standards. It finds that most reading literary standards have an excellent alignment between the two sets of standards, meaning they match in nearly all aspects. Some standards only have a good alignment, where the intent is similar, or a weak alignment where only minor aspects are covered in the GPS. The reading informational standards also show excellent alignment for most standards.
The document provides a 6th grade reading curriculum map for the Isaac School District. It includes rationale for the selected performance objectives based on AIMS testing data. It outlines recurring concepts and objectives to be integrated throughout the year. It also includes 4 quarters of units addressing comprehension strategies, elements of literature, expository text, and organizational structures. Each unit includes essential learning objectives and vocabulary.
This document outlines the 7th grade writing curriculum map for the Isaac School District. It includes standards and performance objectives in five areas: prewriting, drafting, revising, editing, and publishing. The objectives cover skills like generating and organizing ideas, developing drafts, revising for content and style, editing for conventions, and preparing the final writing product. The curriculum map is designed to integrate these objectives throughout the school year to support students' mastery of writing.
This document discusses objectives for teaching Functional English. It aims to review the assessment levels and structure of Functional English, recommend ready-made teaching materials, identify literacy support strategies and e-learning tools for all levels, and explore how reading activities can prepare students for developing writing skills. Various teaching strategies, resources, and assessment frameworks are presented.
This document provides a unit planner for a theme on friends and family. It includes two weeks of lessons focusing on oral language, word study, reading, language arts, and leveled readers. The lessons cover topics like phonemic awareness, phonics, spelling, vocabulary, comprehension strategies, fluency building, grammar, and writing. The unit aims to help students think about what makes a good friend and uses stories and activities to explore themes of friends at school and pet friends.
The document discusses objectives for a workshop on teaching functional English. The objectives are to: review the levels and assessment structure of functional English; recommend sources for ready-made teaching materials; identify literacy support strategies and e-learning tools for all levels; and explore how reading activities can prepare students for developing writing skills. Active learning strategies are presented, such as using graphic organizers and text marking. Links between reading comprehension and writing skills are also discussed.
This document provides an 8th grade reading curriculum map for the Isaac School District. It outlines the rationale for selected reading objectives based on AIMS test data. Recurring concepts to be integrated throughout the year are listed, including comprehension and vocabulary strategies. The first quarter focuses on plot development. Key literary elements like conflict, point of view, and their effects on stories are explored. Formative assessments include having students analyze plot elements and act out stories.
1. This document provides an overview of the 1st grade English Language Arts curriculum for Unit 3 on life lessons.
2. Students will read literature and informational texts about life lessons, focusing on categorizing story details about characters, key events, and settings. They will also read fables with morals and a book about George Washington Carver.
3. The unit aims to teach students about sequencing events, learning lessons from stories, using descriptive words, and electrical safety through various reading and writing activities.
The document is a unit planner for a theme of "Friends and Family" across 6 weeks of instruction. It outlines the oral language, word study, reading, and language arts focus each week. Week 1 focuses on friends at school and includes phonics on short a and i sounds. Week 2 looks at pet friends and phonics of short e, o, u. It provides comprehension strategies, fluency activities, vocabulary and grammar lessons each week aligned to the theme.
1) The document is a syllabus for teaching English at SMK Negeri 10 Muaro Jambi for the second semester of the 2012/2013 school year.
2) It outlines 4 competencies to be covered: describing simple events, understanding simple memos/menus/schedules, understanding foreign words and simple sentences based on formulas, and writing simple invitations.
3) For each competency, it specifies the learning materials, teaching methods, learning experiences, time allocation and resources to be used.
The lesson plan aims to teach 1st grade students how to pronounce regular past tense verbs correctly. It includes activities like introducing new vocabulary words, practicing pronunciation through repetition, classifying verbs by their ending sounds, and an evaluation worksheet. The goal is for students to be able to describe past actions using regular past verbs and pronounce the three different endings accurately.
This document provides an English Language Arts curriculum map for grade 2 at the Isaac School District. The map outlines a unit on folktales from around the world, focusing on building students' writing, reading, speaking and listening skills through examining stories, poems, and informational texts. Key areas of study include comparing versions of tales, analyzing story elements and text features, and producing opinion pieces, narratives, and research projects connected to the folktale theme. Standards and sample activities are listed to develop students' language use, comprehension, and literacy.
Grammar Translation - Developed in the 18th-19th centuries, the teacher presents, explains, and commands in the students' native language. Students memorize vocabulary, conjugate verbs, and translate texts. While easy and develops grammar structures, it lacks oral skills, context, and theory.
Communicative Language Teaching - Created against audiolingual and grammar translation methods. The teacher facilitates communication and students interact in the target language as much as possible. It aims to develop communicative competence through meaningful learning. However, long classes and perceptions of activities could be too abstract.
This document provides a curriculum map for 4th grade reading at the Isaac School District No. 5. It outlines the units, clusters, standards, knowledge, skills, and assessments that will be covered each quarter of the school year. The focus of the first quarter is on literary elements found in fictional texts like plots, characters, settings, and forms of literature. The second quarter expands on literary elements and also introduces expository text structures and features. The third quarter returns to literary elements. The curriculum is designed to scaffold skills and spiral concepts with the goal of promoting student mastery of priority standards based on AIMS testing data.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
This document summarizes a project at a Madrid school to improve students' English speaking skills in science class. The school implemented a bilingual project in 2005 involving activities like presentations and role plays to get students speaking English more. Challenges included student diversity, lack of motivation, and struggling with science concepts in English. The project tracked individual student progress over time through recordings and reflections. Results showed steady improvement in both English skills and science marks as students gained confidence speaking English about course content.
1. The document discusses using concept mapping to help students learn technical academic writing skills.
2. An experiment asked students to create concept maps summarizing research articles using restricted linking phrases, which helped the students produce more accurate written summaries.
3. Constraining the linking phrases in concept maps may lead students to minimal yet accurate summarizations of research arguments without direct instruction.
This document outlines the curriculum map for an English Language Arts unit in the 2nd grade at the Isaac School District. The unit focuses on the African American journey to freedom through reading informational texts and fictionalized accounts. Students will read about important figures like Henry "Box" Brown, Rosa Parks, and Ruby Bridges. They will write narratives from the perspective of being in a "freedom box" like Brown as well as opinion pieces on racial equality that will be published digitally. The curriculum map provides learning standards, essential questions, vocabulary, and sample activities for teachers.
This document provides information about a Primary 2 Meet-the-Parents session at CHIJ Our Lady of Good Counsel. It includes details about the form and subject teachers, administrative matters, class matters, core subject information, assessments, and other programmes. Assessment includes holistic assessment, semestral exams in various formats, and subject-specific assessments throughout the year in English, mathematics, character and citizenship education, and other subjects. Guidelines are also provided for solving word problems in mathematics.
This document provides a unit planner for a theme of "Friends and Family" in English language arts. It includes two weeks of lessons focusing on oral language, reading, writing, and language arts skills around the theme. The lessons cover comprehension strategies, phonics, spelling, vocabulary, and fluency development. Leveled readers and assessments are also included to support student learning.
This document provides an overview of a presentation on the Common Core State Standards for English Language Arts. It discusses the structure and topics covered by the CCSS for ELA, including the four strands of Reading, Writing, Speaking and Listening, and Language. It also outlines the major shifts required by the CCSS, such as an increased focus on informational texts and text-dependent questions. Finally, it discusses next steps for implementation of the CCSS in the Orting School District, including additional training for teachers in foundational reading skills, vocabulary acquisition, and reading complex texts in all content areas.
This document discusses variation in anaphoric expressions in early and late bilingualism. It focuses on how linguistic and cognitive factors in bilingualism lead to variation, particularly at the interface between grammar and pragmatics. The author presents research showing that early bilinguals, advanced second language learners, and speakers experiencing first language attrition show more variation in structures affected by contextual conditions, like anaphora resolution, than in purely syntactic structures. Specifically, these bilingual groups overextend the use of overt subject pronouns in Italian and German where a null pronoun would be preferred. The author proposes this is due to underspecification of pragmatic feature mappings in bilingual grammars.
Setting Up An Extensive Reading Course: The Beginning, the Middle, and the End.Andy Boon
This article provides an outline of an extensive reading elective reading course for
second year students at Toyo Gakuen University.It describes the decisions that were made when designing the course,the in-class activities that helped foster learner confidence and motivation,and the evaluation of the course from the perspectives of both the students and the teacher.
Published in
Bulletin of Toyo Gakuen University
東洋学園大学紀要 17 pp.157-176
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
This document discusses how various online learning technologies can be used for differentiated instruction and assessment. It provides examples of technologies such as streaming video, PowerPoint presentations, web pages, blogs, learning management systems, wikis, chats, educational games and simulations, podcasts, collaborative software, and guided internet tours. These technologies allow teachers to deliver customized instruction that meets the varied needs, abilities and learning styles of students, while also enabling students to demonstrate their knowledge through individualized projects and presentations.
Using DesCartes Instructional Ladders to Plan for Differentiated InstructionNWEA
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Using DesCartes Instructional Ladders to Plan for Differentiated Instruction
Sara Reiter, Project Manager, Excellence in Instruction, Kansas Public Schools, KS., Jan Brunell, Education Research Development Council, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
In this session you will see a transformation of DesCartes to teacher-friendly instructional ladders that have promoted differentiated instruction and quality lesson planning in our district. You will also learn how we work to meet the individual needs of all learners through the use of DesCartes instructional ladders in combination with other data including: growth data, national college-readiness data, state assessment data, and formative assessment data.
Learning outcome:
- Use DesCartes Instructional Ladders with other data to promote differentiated instruction and quality lesson planning.
Audience:
- New data user
- Experienced data user
- Advanced data user
- Curriculum and Instruction
Kansas City Kansas Public Schools is an urban district serving a diverse population of twenty thousand students. We have used MAP data to differentiate instruction and encourage student growth for the past six years.
The document discusses objectives for a workshop on teaching functional English. The objectives are to: review the levels and assessment structure of functional English; recommend sources for ready-made teaching materials; identify literacy support strategies and e-learning tools for all levels; and explore how reading activities can prepare students for developing writing skills. Active learning strategies are presented, such as using graphic organizers and text marking. Links between reading comprehension and writing skills are also discussed.
This document provides an 8th grade reading curriculum map for the Isaac School District. It outlines the rationale for selected reading objectives based on AIMS test data. Recurring concepts to be integrated throughout the year are listed, including comprehension and vocabulary strategies. The first quarter focuses on plot development. Key literary elements like conflict, point of view, and their effects on stories are explored. Formative assessments include having students analyze plot elements and act out stories.
1. This document provides an overview of the 1st grade English Language Arts curriculum for Unit 3 on life lessons.
2. Students will read literature and informational texts about life lessons, focusing on categorizing story details about characters, key events, and settings. They will also read fables with morals and a book about George Washington Carver.
3. The unit aims to teach students about sequencing events, learning lessons from stories, using descriptive words, and electrical safety through various reading and writing activities.
The document is a unit planner for a theme of "Friends and Family" across 6 weeks of instruction. It outlines the oral language, word study, reading, and language arts focus each week. Week 1 focuses on friends at school and includes phonics on short a and i sounds. Week 2 looks at pet friends and phonics of short e, o, u. It provides comprehension strategies, fluency activities, vocabulary and grammar lessons each week aligned to the theme.
1) The document is a syllabus for teaching English at SMK Negeri 10 Muaro Jambi for the second semester of the 2012/2013 school year.
2) It outlines 4 competencies to be covered: describing simple events, understanding simple memos/menus/schedules, understanding foreign words and simple sentences based on formulas, and writing simple invitations.
3) For each competency, it specifies the learning materials, teaching methods, learning experiences, time allocation and resources to be used.
The lesson plan aims to teach 1st grade students how to pronounce regular past tense verbs correctly. It includes activities like introducing new vocabulary words, practicing pronunciation through repetition, classifying verbs by their ending sounds, and an evaluation worksheet. The goal is for students to be able to describe past actions using regular past verbs and pronounce the three different endings accurately.
This document provides an English Language Arts curriculum map for grade 2 at the Isaac School District. The map outlines a unit on folktales from around the world, focusing on building students' writing, reading, speaking and listening skills through examining stories, poems, and informational texts. Key areas of study include comparing versions of tales, analyzing story elements and text features, and producing opinion pieces, narratives, and research projects connected to the folktale theme. Standards and sample activities are listed to develop students' language use, comprehension, and literacy.
Grammar Translation - Developed in the 18th-19th centuries, the teacher presents, explains, and commands in the students' native language. Students memorize vocabulary, conjugate verbs, and translate texts. While easy and develops grammar structures, it lacks oral skills, context, and theory.
Communicative Language Teaching - Created against audiolingual and grammar translation methods. The teacher facilitates communication and students interact in the target language as much as possible. It aims to develop communicative competence through meaningful learning. However, long classes and perceptions of activities could be too abstract.
This document provides a curriculum map for 4th grade reading at the Isaac School District No. 5. It outlines the units, clusters, standards, knowledge, skills, and assessments that will be covered each quarter of the school year. The focus of the first quarter is on literary elements found in fictional texts like plots, characters, settings, and forms of literature. The second quarter expands on literary elements and also introduces expository text structures and features. The third quarter returns to literary elements. The curriculum is designed to scaffold skills and spiral concepts with the goal of promoting student mastery of priority standards based on AIMS testing data.
Navejar english 09_curriculum_map_semester_1Regina Navejar
The document outlines the curriculum for an English 10 semester 1 course. It includes units on short stories, poetry, and preparing for standardized tests. For each unit, it lists the common core standards covered, titles of readings with lexile levels, literary focuses, and reading and writing strategies. It also includes sections on assessments, learner objectives, correctives and enrichments, teacher reflection, ESL/special education support, and RTI monitoring.
This document summarizes a project at a Madrid school to improve students' English speaking skills in science class. The school implemented a bilingual project in 2005 involving activities like presentations and role plays to get students speaking English more. Challenges included student diversity, lack of motivation, and struggling with science concepts in English. The project tracked individual student progress over time through recordings and reflections. Results showed steady improvement in both English skills and science marks as students gained confidence speaking English about course content.
1. The document discusses using concept mapping to help students learn technical academic writing skills.
2. An experiment asked students to create concept maps summarizing research articles using restricted linking phrases, which helped the students produce more accurate written summaries.
3. Constraining the linking phrases in concept maps may lead students to minimal yet accurate summarizations of research arguments without direct instruction.
This document outlines the curriculum map for an English Language Arts unit in the 2nd grade at the Isaac School District. The unit focuses on the African American journey to freedom through reading informational texts and fictionalized accounts. Students will read about important figures like Henry "Box" Brown, Rosa Parks, and Ruby Bridges. They will write narratives from the perspective of being in a "freedom box" like Brown as well as opinion pieces on racial equality that will be published digitally. The curriculum map provides learning standards, essential questions, vocabulary, and sample activities for teachers.
This document provides information about a Primary 2 Meet-the-Parents session at CHIJ Our Lady of Good Counsel. It includes details about the form and subject teachers, administrative matters, class matters, core subject information, assessments, and other programmes. Assessment includes holistic assessment, semestral exams in various formats, and subject-specific assessments throughout the year in English, mathematics, character and citizenship education, and other subjects. Guidelines are also provided for solving word problems in mathematics.
This document provides a unit planner for a theme of "Friends and Family" in English language arts. It includes two weeks of lessons focusing on oral language, reading, writing, and language arts skills around the theme. The lessons cover comprehension strategies, phonics, spelling, vocabulary, and fluency development. Leveled readers and assessments are also included to support student learning.
This document provides an overview of a presentation on the Common Core State Standards for English Language Arts. It discusses the structure and topics covered by the CCSS for ELA, including the four strands of Reading, Writing, Speaking and Listening, and Language. It also outlines the major shifts required by the CCSS, such as an increased focus on informational texts and text-dependent questions. Finally, it discusses next steps for implementation of the CCSS in the Orting School District, including additional training for teachers in foundational reading skills, vocabulary acquisition, and reading complex texts in all content areas.
This document discusses variation in anaphoric expressions in early and late bilingualism. It focuses on how linguistic and cognitive factors in bilingualism lead to variation, particularly at the interface between grammar and pragmatics. The author presents research showing that early bilinguals, advanced second language learners, and speakers experiencing first language attrition show more variation in structures affected by contextual conditions, like anaphora resolution, than in purely syntactic structures. Specifically, these bilingual groups overextend the use of overt subject pronouns in Italian and German where a null pronoun would be preferred. The author proposes this is due to underspecification of pragmatic feature mappings in bilingual grammars.
Setting Up An Extensive Reading Course: The Beginning, the Middle, and the End.Andy Boon
This article provides an outline of an extensive reading elective reading course for
second year students at Toyo Gakuen University.It describes the decisions that were made when designing the course,the in-class activities that helped foster learner confidence and motivation,and the evaluation of the course from the perspectives of both the students and the teacher.
Published in
Bulletin of Toyo Gakuen University
東洋学園大学紀要 17 pp.157-176
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
This document discusses how various online learning technologies can be used for differentiated instruction and assessment. It provides examples of technologies such as streaming video, PowerPoint presentations, web pages, blogs, learning management systems, wikis, chats, educational games and simulations, podcasts, collaborative software, and guided internet tours. These technologies allow teachers to deliver customized instruction that meets the varied needs, abilities and learning styles of students, while also enabling students to demonstrate their knowledge through individualized projects and presentations.
Using DesCartes Instructional Ladders to Plan for Differentiated InstructionNWEA
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Using DesCartes Instructional Ladders to Plan for Differentiated Instruction
Sara Reiter, Project Manager, Excellence in Instruction, Kansas Public Schools, KS., Jan Brunell, Education Research Development Council, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
In this session you will see a transformation of DesCartes to teacher-friendly instructional ladders that have promoted differentiated instruction and quality lesson planning in our district. You will also learn how we work to meet the individual needs of all learners through the use of DesCartes instructional ladders in combination with other data including: growth data, national college-readiness data, state assessment data, and formative assessment data.
Learning outcome:
- Use DesCartes Instructional Ladders with other data to promote differentiated instruction and quality lesson planning.
Audience:
- New data user
- Experienced data user
- Advanced data user
- Curriculum and Instruction
Kansas City Kansas Public Schools is an urban district serving a diverse population of twenty thousand students. We have used MAP data to differentiate instruction and encourage student growth for the past six years.
This document discusses strategies for differentiating instruction for English language learners (ELLs). It defines differentiated instruction as modifying lesson delivery and materials based on students' backgrounds, readiness, and learning preferences. The document recommends that teachers create a supportive learning environment, differentiate instruction, encourage flexible grouping, use student diversity as a resource, and develop alternative assessments for ELLs. It provides specific strategies in each of these areas, such as simplifying language, using visuals, focusing on key vocabulary, and allowing ELLs additional time and translation resources on assessments.
Teacher Tested Strategies for Differentiated InstructionEdutopia
Most educators agree that differentiated instruction can dramatically help students to succeed, but good differentiation needs careful planning to make sure students of all abilities are engaged and it can be a challenge when teachers are already so pressed for time.
That's why we searched the Edutopia community for tips and strategies that can help with differentiating instruction.
A presentation on the topic of differentiating instruction in mixed-ability classrooms.
Resource: How to Differentiate Instruction in Mixed - Ability Classrooms, Carol Ann Tomlinson
The latest brochure for Rourke Eread and report
Bill McIntosh
Authorized Consultant for Rourke Educational Media
In South Carolina
Phone: 843-442-8888
Primary Email : WKMcIntosh@Comcast.net
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
eRead and Report:
The eContent solution to Increased Rigor and Metacognition
I have placed info on Rourke’s products on Slideshare :
http://www.slideshare.net/WKM3rd/documents
http://www.slideshare.net/WKM3rd/presentations
The document describes an eReading and reporting platform that is hosted on a cloud server, allowing easy access from tablets, smartphones or computers. It notes that the format mirrors state assessments, and allows individual student and administrative access across devices while providing performance details on vocabulary and comprehension with no renewal fees.
The user guide for Rourke Educational Media's eread and report solution.
Bill McIntosh
SchoolVision Inc.
Phone :843-442-8888
Email :WKMcIntosh@Comcast.net
Twitter : @OtisTMcIntosh
SchoolVision Website on Facebook: https://www.facebook.com/WKMIII
I work with Rourke Educational Media as their South Carolina consultant:
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
I have posted Info on Rourke’s products on Slideshare :
http://www.slideshare.net/WKM3rd/documents
http://www.slideshare.net/WKM3rd/presentations
For more information contact :
Bill McIntosh
Authorized Consultant for Rourke Educational Media
In South Carolina
Phone: 843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
eRead and Report:
The eContent solution to Increased Rigor and Metacognition
I have placed info on Rourke’s products on Slideshare :
http://www.slideshare.net/WKM3rd/documents
http://www.slideshare.net/WKM3rd/presentations
For more information contact:
Bill McIntosh
Authorized Consultant for Rourke Educational Media
In South Carolina
Phone: 843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
eRead and Report:
The eContent solution to Increased Rigor and Metacognition
I have placed info on Rourke’s products on Slideshare :
http://www.slideshare.net/WKM3rd/documents
http://www.slideshare.net/WKM3rd/presentations
1. The teacher scores the student's pre-test passages by converting the rubric scores (+, -, x) to point values and calculating a total score for each passage.
2. The teacher compares the total scores to determine if the student scored higher on the below-grade or on-grade passage.
3. If the student scored higher on the below-grade passage, that passage level becomes their IPL. If they scored higher on the on-grade or above-grade passage, the teacher assigns additional RPA passages to identify the student's instructional
The document provides an overview of the Reading Web program, which uses computer software and leveled books to help struggling readers improve. It describes the program components, titles of the books used, and how Lexile and Fountas & Pinnell reading levels are applied. Preliminary findings from trials in several school districts found positive results, with most students improving their reading abilities after using the program.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
In South Carolina
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
eRead and Report:
The eContent solution to Increased Rigor and Metacognition
Here is a white paper that describes the background,methodology, and research using in creating Rourke Educational Media's Eread and Report.
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone :843-442-8888
Email : bill@rourkeeducationalmedia.com
Rourke Educational Media Website :
www.rourkeducationalmedia.com
Toll free # 800.394.7055
Ask me about eRead and Report
The eContent solution to Increased Rigor and Metacognition
A study of the effectiveness of Rourke Reading Web at Boone Middle School.
If you are in South Carolina and want more information about Rourke Educational Media Contact
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone : 843-442-8888
Email : bill@rourkeeducationalmedia.com
The main website is : www.rourkeducationalmedia.com
Toll free # Toll free # 800.394.7055
If you are in South Carolina and want more information about Rourke Educational Media Contact
Bill McIntosh
Authorized Consultant for Rourke Educational Media
Phone : 843-442-8888
Email : bill@rourkeeducationalmedia.com
The main website is : www.rourkeducationalmedia.com
Toll free # Toll free # 800.394.7055
1. ROURKE CLASSROOM RESOURCES
Sussman Lang Proficiency Bro
ROURKE
Books on Disk That Make Learning Fun and Easy ELL / ORAL LANGUAGE
INTERVENTION KITS
Site
Rourke’s ELL
Free nse
Lice Intervention Kits
• Supports readers with develop K-5 students
Sight and Sound
oral language proficiency
• E-Format and content is
and vocabulary acquisition
motivational for struggling
or reluctant readers in the areas of science, math,
• Perfect for Computer Based and social studies. Grade
Listening Centers level content for struggling
readers.
Pop-up Audio Glossary
Read Along
Highlighted Text
K-5
with Narration
Intervention
During Reading
Sidebar and Caption Kits include:
Text Enlarges
Lap Books (Levels A-N)
Easy to Use
Navigational Bar eBooks (Levels A-N)
Annotated photo cards
• All eBook’s Available with Companion Print Version
• Load and Go Technology and more!
Free S
Licensie e
t
2. “What do I get in the kit for each level?” Oral Language Photo Cards
Each kit includes: • Multiple formats of 6 grade level appropriate titles Back of “Dragonflies” Photo Card 9” X 11 1/4”
– Lap Books (6 total)
– eBook version (6 total)
– 6 packs of student books (36 total) Differentiated
Instruction
• 6 Academic Language Photo Cards with
differentiated lessons (one per title)
• 6 Teacher Notes with reproducible (one per title) Vocabulary
• Assessment and suggested instructional sequence Words
Oral Language Vocabulary Mini
Photo Cards Lesson
Assessment
and
Instructional
Sequence
Comprehension
Mini Lesson
6 Lap Books with 36 small versions (6 for each title)
6 Teacher
eBook Notes
Site
Free nse (6 stories) (one for
Lice each title)
Book Titles in grade level kits
Kindergarten First Grade
(Grade level content for struggling readers)
Second Grade Third Grade Fourth Grade Fifth Grade BILINGUAL “What are lap books?”
(Levels A-C) (Levels C-F) (Levels E-I) (Levels G-M) (Levels I-N) (Levels J-N) INTERVENTION KIT Lap books are bigger than student books. They are the
Item# 18-INT-K Item# 18-INT-1 Item# 18-INT-2 Item# 18-INT-3 Item# 18-INT-4 Item# 18-INT-5 (Levels B-G)
$399.00 $399.00 $399.00 $399.00 $399.00 $399.00 Item# 18-INT-BIL perfect size for small group instruction and partner reading.
How Do Animals Use... Just Like Me Machines Large Rules, Rules, Rules Is an Inchworm an Inch? Insects $399.00
Their Flippers? Fountas and Pinnell Level: C And Small Fountas and Pinnell Level: G/H Measuring with Fractions Fountas and Pinnell Level: J ¿Cómo usan los animales sus aletas?
Fountas and Pinnell Level: A Fountas and Pinnell Level: E Fountas and Pinnell Level: I (How Do Animals Use...Their Flippers?)
Ants Multiply by Hand: The Department of the Fountas and Pinnell Level: B
How Do Animals Use... Fountas and Pinnell Level: D Dragonflies Nines Facts Our American Symbols Treasury
Their Mouths? Fountas and Pinnell Level: G Fountas and Pinnell Level: I Fountas and Pinnell Level: J Fountas and Pinnell Level: J ¿Cómo usan los animales su boca?
Fountas and Pinnell Level: A Our School Is Like (How Do Animals Use...Their Mouths?)
A Family Help Me Find Something Taking Sides: From An Egg Battlefields Fountas and Pinnell Level: B
Our Senses Fountas and Pinnell Level: D Fountas and Pinnell Level: G/H Exploring Geometry Fountas and Pinnell Level: J/K Fountas and Pinnell Level: K Una docena de primos: Aprendamos sobre el número 12
Fountas and Pinnell Level: B Fountas and Pinnell Level: I (A Dozen Cousins: Exploring the Number 12)
Sticky Fingers: Exploring Fish Different Places, Beaks and Bills Fountas and Pinnell Level: D
Our Skeleton the number 5 Fountas and Pinnell Level: H Camouflage and Disguise Different Words Fountas and Pinnell Level: K/L Hormigas (Ants)
Fountas and Pinnell Level: B Fountas and Pinnell Level: E Fountas and Pinnell Level: J/K Fountas and Pinnell Level: K/L Fountas and Pinnell Level: E
More Ice Cream: Words Triceratops
I Listen A Dozen Cousins: for Math Comparisons Tools That Help Me Tyrannosaurus Fountas and Pinnell Level: M Deditos pegajosos: Aprendamos sobre el número 5
Fountas and Pinnell Level: C Exploring the number 12 Fountas and Pinnell Level: I Fountas and Pinnell Level: K/L Fountas and Pinnell Level: M (Sticky Fingers: Exploring the Number 5)
Fountas and Pinnell Level: E Albert Einstein Fountas and Pinnell Level: F Lap Book
Shapes and Patterns Mashed Potatoes: Plant And Prune Statue of Liberty Fountas and Pinnell Level: N Mariposas (Butterflies)
We Know Butterflies Collecting and Fountas and Pinnell Level: L/M Fountas and Pinnell Level: M/N Fountas and Pinnell Level: G Student Book
Fountas and Pinnell Level: C Fountas and Pinnell Level: F Reporting Data
Fountas and Pinnell Level: I
3. “What do I get in the kit for each level?” Oral Language Photo Cards
Each kit includes: • Multiple formats of 6 grade level appropriate titles Back of “Dragonflies” Photo Card 9” X 11 1/4”
– Lap Books (6 total)
– eBook version (6 total)
– 6 packs of student books (36 total) Differentiated
Instruction
• 6 Academic Language Photo Cards with
differentiated lessons (one per title)
• 6 Teacher Notes with reproducible (one per title) Vocabulary
• Assessment and suggested instructional sequence Words
Oral Language Vocabulary Mini
Photo Cards Lesson
Assessment
and
Instructional
Sequence
Comprehension
Mini Lesson
6 Lap Books with 36 small versions (6 for each title)
6 Teacher
eBook Notes
Site
Free nse (6 stories) (one for
Lice each title)
Book Titles in grade level kits
Kindergarten First Grade
(Grade level content for struggling readers)
Second Grade Third Grade Fourth Grade Fifth Grade BILINGUAL “What are lap books?”
(Levels A-C) (Levels C-F) (Levels E-I) (Levels G-M) (Levels I-N) (Levels J-N) INTERVENTION KIT Lap books are bigger than student books. They are the
Item# 18-INT-K Item# 18-INT-1 Item# 18-INT-2 Item# 18-INT-3 Item# 18-INT-4 Item# 18-INT-5 (Levels B-G)
$399.00 $399.00 $399.00 $399.00 $399.00 $399.00 Item# 18-INT-BIL perfect size for small group instruction and partner reading.
How Do Animals Use... Just Like Me Machines Large Rules, Rules, Rules Is an Inchworm an Inch? Insects $399.00
Their Flippers? Fountas and Pinnell Level: C And Small Fountas and Pinnell Level: G/H Measuring with Fractions Fountas and Pinnell Level: J ¿Cómo usan los animales sus aletas?
Fountas and Pinnell Level: A Fountas and Pinnell Level: E Fountas and Pinnell Level: I (How Do Animals Use...Their Flippers?)
Ants Multiply by Hand: The Department of the Fountas and Pinnell Level: B
How Do Animals Use... Fountas and Pinnell Level: D Dragonflies Nines Facts Our American Symbols Treasury
Their Mouths? Fountas and Pinnell Level: G Fountas and Pinnell Level: I Fountas and Pinnell Level: J Fountas and Pinnell Level: J ¿Cómo usan los animales su boca?
Fountas and Pinnell Level: A Our School Is Like (How Do Animals Use...Their Mouths?)
A Family Help Me Find Something Taking Sides: From An Egg Battlefields Fountas and Pinnell Level: B
Our Senses Fountas and Pinnell Level: D Fountas and Pinnell Level: G/H Exploring Geometry Fountas and Pinnell Level: J/K Fountas and Pinnell Level: K Una docena de primos: Aprendamos sobre el número 12
Fountas and Pinnell Level: B Fountas and Pinnell Level: I (A Dozen Cousins: Exploring the Number 12)
Sticky Fingers: Exploring Fish Different Places, Beaks and Bills Fountas and Pinnell Level: D
Our Skeleton the number 5 Fountas and Pinnell Level: H Camouflage and Disguise Different Words Fountas and Pinnell Level: K/L Hormigas (Ants)
Fountas and Pinnell Level: B Fountas and Pinnell Level: E Fountas and Pinnell Level: J/K Fountas and Pinnell Level: K/L Fountas and Pinnell Level: E
More Ice Cream: Words Triceratops
I Listen A Dozen Cousins: for Math Comparisons Tools That Help Me Tyrannosaurus Fountas and Pinnell Level: M Deditos pegajosos: Aprendamos sobre el número 5
Fountas and Pinnell Level: C Exploring the number 12 Fountas and Pinnell Level: I Fountas and Pinnell Level: K/L Fountas and Pinnell Level: M (Sticky Fingers: Exploring the Number 5)
Fountas and Pinnell Level: E Albert Einstein Fountas and Pinnell Level: F Lap Book
Shapes and Patterns Mashed Potatoes: Plant And Prune Statue of Liberty Fountas and Pinnell Level: N Mariposas (Butterflies)
We Know Butterflies Collecting and Fountas and Pinnell Level: L/M Fountas and Pinnell Level: M/N Fountas and Pinnell Level: G Student Book
Fountas and Pinnell Level: C Fountas and Pinnell Level: F Reporting Data
Fountas and Pinnell Level: I
4. ROURKE CLASSROOM RESOURCES
Sussman Lang Proficiency Bro
ROURKE
Books on Disk That Make Learning Fun and Easy ELL / ORAL LANGUAGE
INTERVENTION KITS
Site
Rourke’s ELL
Free nse
Lice Intervention Kits
• Supports readers with develop K-5 students
Sight and Sound
oral language proficiency
• E-Format and content is
and vocabulary acquisition
motivational for struggling
or reluctant readers in the areas of science, math,
• Perfect for Computer Based and social studies. Grade
Listening Centers level content for struggling
readers.
Pop-up Audio Glossary
Read Along
Highlighted Text
K-5
with Narration
Intervention
During Reading
Sidebar and Caption Kits include:
Text Enlarges
Lap Books (Levels A-N)
Easy to Use
Navigational Bar eBooks (Levels A-N)
Annotated photo cards
• All eBook’s Available with Companion Print Version
• Load and Go Technology and more!
Free S
Licensie e
t